【作者】 刘晓敏；

【导师】 盛迪韵；

【作者基本信息】 上海师范大学 ， 教育硕士（专业学位）， 2018， 硕士

【摘要】 由于英语时态本身的复杂性,中英文时态的巨大差异以及现今任务型教学法的盛行,中国英语时态教学现状并不乐观,因而值得我们重视。长期以来,时态被定义为用于表达时间区别的一系列动词形式。然而,实际应用中,时态并非总用于表达时间区分。时态和时间表达存在不一致,这一直困扰着国内的英语教师和英语学习者。此种情况也同样发生在初中英语教师和初中生身上。当时态和时间表达存在不一致,教师常常很难向学生阐明这一语言现象。因此,此种情况下,教师倾向将该语言现象归为时态的“特殊用法”,并让学生识记。该种教学方式必然导致学生产生困惑,以致不知道如何恰当和灵活使用时态,甚至不断犯错。通过相关认知语言学文献,我们得知时态是表达动词暗含行为状态和参考时间之间的时间关系的语法类别。本论文从认知语言学的角度进行时态相关概念的语法教学整合,帮助学生建立起对英语时态定义和使用的更全面的认知,清除对于易错时态定义和时态特殊用法的疑惑,从而避免反复犯错。本论文有以下两大研究问题:1)认知语言学视角下时态相关概念的教学能否促进初中英语时态学习。2)认知语言学视角下时态相关概念在语法教学上的应用将如何影响初中英语时态学习和时态教学。针对以上研究问题,本论文开展了实验论证研究。八年级初中生作为研究对象,他们被分为对照班和实验班。研究手段包括前后测试,访谈和课堂教学三种。在对学生做了前测和师生访谈的基础上,本论文进行了为期两个月的英语时态课堂教学。研究发现:1)对照班和控制班的学生都很容易将一般现在时,过去完成时,现在完成时以及一般过去时混用。2)教师和学生都对一些复杂时态感到迷惑,特别是这些时态的不常见用法。3)学生对时态的不正确认知主要来源于教师的不恰当指导和某些语法书上的不确切定义。在对控制班和对照班为期两个月的英语时态教学后,作者进行了后测。前后测数据对比表明:4)认知时态相关概念的教学确实能对学生英语时态学习产生积极影响,特别是对复杂或迷惑性英语时态的学习。这些时态包括一般现在时,过去完成时,现在完成时以及一般过去时。综上所述,通过认知视角下的时态教学方法,本论文的两大研究问题得到了回答:1)认知时态相关概念教学确实能促进初中英语时态教学。2)具体来说,此次认知视角下时态相关概念教学帮助教师更好地指导学生区分复杂或迷惑性时态的定义和使用。这些时态包括八年级学生已经学的一般现在时,过去完成时,现在完成时以及一般过去时。更多还原

【Abstract】 Due to the complexity of English tense itself and the huge difference between tense in Chinese language and that in English language as well as the over-emphasis on task-based language teaching nowadays,English tense teaching in China is far from promising and hence deserves our great attention.For a long time,tense in English has been regarded as a series of verb forms which are used to express time distinctions.Nevertheless,in reality tense is not always used for time distinctions.The inconsistency between tense and time is confusing both English teachers and learners in China.So it’s the same with the teachers and the students in junior middle schools.As for the teachers,when tense is not consistent with time,it’s difficult for them to explain to the students this language phenomenon.Instead,in this case the teachers tend to declare this fact as the“abnormal usage”of English tense and make the students just memorize it,which definitely confuses the students and makes them at loss about the appropriateness and flexibility of tense usage or even make mistakes repeatedly in tense.According to Cognitive Linguistic literature,tense is defined as a grammatical category which expresses time relations between the action states denoted by verbs and its reference time.This study conducted an English grammar instruction of tense-related concepts from the perspective of cognitive linguistics so as to help the students build a more comprehensive understanding of the definition and the use of English tense,clear their doubts about the definition and“special usage”of English tense in which they often make mistakes and thus avoid making mistakes repeatedly.There are two main research questions in the paper:1)whether the instruction of the tense-related concepts from the perspective of Cognitive Linguistics can help both English tense learning and English tense teaching in junior middle schools in China?2)how will the application of these tense-related concepts to the English grammar teaching affect the students’English tense learning and the teachers’English tense teaching?In order to find out the answers to the research questions above,the experiment was done.The eighth graders were chosen as the research subjects and they were divided into the control class and the experimental class.The three kinds of research instruments,namely a pre-test&post-test,an interview and classroom teaching were applied.After the pre-test and the interview,a two-month tense teaching was conducted.The results are as follows:1)it’s easy for the students of both EC and CC to misuse present simple,past perfect,present perfect and past simple;2)both the teachers and the students tend to be confused about some complex tenses,especially the uncommon use of the tenses;3)the students’incorrect cognition of tense mainly results from lacking teachers’proper instruction and some incorrect definitions in grammar books.However,after the tense-related concepts instruction in both EC and CC,the post-test has been done.By analyzing the data of the pre-test and the post-test of EC and CC,it’s concluded that 4)the instruction of the cognitive tense-related concepts did exert positive influence on the students’English tense learning,especially their learning of the complex or confusing tenses,including present simple,past perfect,present perfect and past simple.In summary,through the cognitive tense teaching approach,the two research questions have been answered that 1)the instruction of the cognitive tense-related concepts can promote both the students’English tense learning and the teachers’English tense teaching;2)specifically speaking,the instruction can help teachers better direct students to discriminate the definitions and usages of the complex or confusing tenses,including present simple,past perfect,present perfect and past simple the 8^th grader students have learned.更多还原